A test of a linear programming model as an optimal solution to the problem of combining methods of reading instruction

Traditional research on the methods used in teaching developmental reading at the higher educational levels has focused on either an examination of one method or a comparison of different methods. An important problem which has been largely ignored is that of developing rationales and methods for combining different methods on an individualized basis. Linear programming provides a mathematical model for determining an optimal combination of available methods in accordance with the student's original levels of input, expected gains, and goals. The study reported herein tested an application of the Linear Programming Model at the Reading Clinic of Drew University. Results, while not conclusive, indicate that this approach yields greater gains in speed scores than a traditional approach for this population.This study was made possible by a grant from the ESSO Education Foundation to Drew University of Madison, N. J. Part of this presentation is adapted from an earlier statement of the problem (Hershkowitz et al., 1969). An earlier version of this paper was presented at the Operations Research Society of America, 41st National Meeting.Currently, Associate Professor in the Psychology Department; was Director of the Reading Clinic at the time of the study.Chairman of the Psychology Department.Currently, Senior Scientist of the Planning Systems Division, Operations Research, Incorporated; was Project Manager for Educational Research and Evaluation, Automation Industries, Incorporated, Vitro Laboratories Division, at the time of the study.